University Museums and Collections Journal
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1 University Museums and Collections Journal Volume
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3 University Museums and Collections Journal Volume
4 The University Museums and Collections Journal (UMACJ) is a peer-reviewed, on-line journal for the proceedings of the International Committee for University Museums and Collections (UMAC), a Committee of the International Council of Museums (ICOM). The journal will appear at least once a year at: Editors Sally MacDonald University College London Museums and Collections UCL, Gower Street London WC1E 6BT United Kingdom Nathalie Nyst Master en Gestion culturelle Université Libre de Bruxelles CP 175 Avenue F.D. Roosevelt, Brussels Belgium Cornelia Weber Humboldt University of Berlin Hermann von Helmholtz-Zentrum für Kulturtechnik Unter den Linden Berlin Germany Copyright International ICOM Committee for University Museums and Collections ISSN
5 University Museums and Collections Journal 1/2008 Museums and Universal Heritage Universities in Transition Responsibilities for Heritage Proceedings of the 7 th Conference of the International Committee of ICOM for University Museums and Collections (UMAC) Vienna, 19 th 24 th August 2007
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7 Foreword University Museums and Collections (UMAC) was founded in 2001 as an international committee of the International Council of Museums (ICOM). Since its founding, UMAC has organized one conference a year and published a strong series of topical papers based on its Proceedings. However, with authors and editors in many countries, hard copy publications have been difficult and expensive to produce and distribute, and this has meant that UMAC members and other interested professionals have found them hard to access. This unsatisfactory situation stimulated UMAC to establish an electronic journal: the University Museums and Collections Journal (UACMJ). It will provide global, inclusive accessibility and distribution to UMAC s conference results everywhere in the world. The peer-reviewed UMACJ will appear at least once a year. It seeks to improve the museums, galleries and collections within universities worldwide by stimulating and amplifying discussion of relevant issues and concerns. The first volume presents the Proceedings of the 7th UMAC Conference, held in Vienna during the General Conference of ICOM, 19 th 24 th August 2007, on the theme Museums and Universal Heritage. As a part of the conference, Austrian colleagues gave an insight into the situation of university museums and collections in their country and enabled UMAC delegates to visit some collections located in Vienna. Therefore, this issue contains not only papers given at the conference, but also some descriptions of Austrian university collections. The electronic publication would not have been possible without the technical support of the Humboldt University of Berlin which will host the journal on the Document and Publication Server, and the financial support of ICOM for the Design, Establishment, and Launch of UMACJ. We would like to express our deep gratitude towards these institutions. We are also greatly indebted to the peers evaluating the papers and advising the authors. Without their enormous support UMAC would not be able to publish the proceedings. Sally MacDonald Nathalie Nyst Cornelia Weber University College London Université libre Bruxelles Humboldt-University of Berlin
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9 Table of Contents What makes scientific communities think the preservation of their heritage is important? 1 SÉBASTIEN SOUBIRAN Securing the mission through strategic planning 9 NICOLA LADKIN Latin-American Network of University Museums: Statement and official report 15 WILLIAM ALFONSO LÓPEZ ROSAS University museums and collections in Mexico An overview 21 LUISA FERNANDA RICO MANSARD A hidden history: The University of Edinburgh s Cultural Collections Audit 23 EMILY PEPPERS The Helsinki University Museum and its responsibility to preserve the heritage 33 of university history KATI HEINÄMIES Staying essential: Articulating the value of object based learning 37 HELEN CHATTERJEE The museum of the Faculty of Letters and Philosophy of the University of Catania: 43 its relationship with a socially and economically deprived neighborhood FEDERICA MARIA CHIARA SANTAGATI The Sound of Silver : Collaborating art, science and technology at Queen s University, 55 Belfast KAREN E. BROWN Unpacked: The collections of the University of Erlangen-Nuremberg. An exhibition 61 and more MARION MARIA RUISINGER Managing cultural expectations: The Glasgow School of Art and the legacy of 67 Charles Rennie Macintosh PETER TROWLES 21 st ICOM General Conference the impact on Austrian university museums 75 and collections CLAUDIA FEIGL & MONIKA KNOFLER The challenges for Austrian university museums and collections within the 77 University Law 2002 MONIKA KNOFLER The collections at the University of Vienna 83 CLAUDIA FEIGL The collection of the Institute of Classical Archaeology, University of Vienna 87 MARION MEYER The Drug Collection of the University of Vienna 89 CHRISTA KLETTER
10 The Collection of Pharmaceutical Objects of the University of Vienna 91 CHRISTA KLETTER The Botanical Garden of the University of Vienna 93 MICHAEL KIEHN The Vienna University Observatoy 95 THOMAS POSCH Medical history collections of the Medical University Vienna in transition 97 HELMUT GRÖGER & MANFRED SKOPEC The Collections of the University of Applied Arts Vienna 101 ELISABETH FROTTIER & PATRICK WERKNER The Hans Gross Museum of Criminology at the Karl-Franzens University Graz 103 CHRISTIAN BACHHIESL The Archive for Architecture (Archiv für Baukunst) at the University of Innsbruck 105 CHRISTOPH HÖLZ Museum of Plaster Casts and Original Collection, University of Innsbruck 109 ASTRID LARCHER Poster session 111
11 What makes scientific communities think the preservation of their heritage is important? SÉBASTIEN SOUBIRAN Abstract The aim of this paper is to analyse the various role that were conferred to university collections and museums within the University Louis Pasteur of Strasbourg for the last thirty years. This reflection is at the crossroad of four major phenomena that occurred quite at the same period: the broadening of heritage concern, the building of scientific and technical culture of science, the entering into the era of communication, the rising concern of universities to be recognised as a cultural actor. All these phenomena participated at different level and in a different way to give a new role to university collections and museums and still do. Meanwhile, they are also various expressions of the dramatic changes to which French universities are confronted to since the late 1980s: for instance, disengagement of the State, rising of international competition, the praise of techno-scientific value of knowledge versus fundamental research, the rising concern of public opinion towards scientific research and their applications, the change of social position of academics within the political area. Thus university collections and museums participated to the numerous questionings university was confronted to toward its future. However, going with those changes, doesn't assure that university collections and museum are to be given a role once the change has occurred. Even if they are, what that role should be? Introduction Within scientific communities commemoration is a regular process, but those that emerged in France in the 1980s were different in many ways (ABIR-AM & CLARK 1999). Fig. 1 - Scales de Cotton C. Meninger SRI Alsace UDS First of all, they were publicised by using strong communication tools, involving various media. Secondly, they did not concern one institution or one discipline in particular but most of the French research institutions; the entire scientific community was involved in this collective celebration of science. Last but not least, most of these commemorations came together with a strong concern with the preservation of material heritage: paper archives, instruments, buildings, scientific collections. This specific concern about material heritage was certainly reinforced by the development of a research field named Science Technology and Society (STS) more interested by social understanding of science than scientific knowledge itself. Researchers in that field needed new kind of historical material rather than books and printed
12 2 UMACJ 1/2008 papers (BOUDIA 2002). It is this increased concern within the scientific community for heritage preservation that I would like to discuss in this presentation. How was this heritage process put in place? By whom? What was at stake? Was it successful? What was the impact on university collections and museums? To study these points I will focus on the University Louis Pasteur of Strasbourg. To start with I would like to make some general points about the global frame in which heritage concern appeared within scientific institution during the 1980s. Fig. 2 - Models of flowers B. Braesch UDS Firstly, this heritage concern, together with the commemorative fever, is not specific to the scientific field. The late 1970s and the 1980s are indeed characterized by a strong development of concern for heritage in various academic fields, as well as in other areas such as rural heritage and industrial heritage. In that sense it was a national process. Secondly, science faced strong changes during the 1980s in its governance, actors, legitimacy, so that its place in society changed strongly. To get to the point quickly, the model that existed since the Second World War and for some aspects, since the late 19 th century, seemed to be over: the end of the Welfare State implied less public money; the emergence of new scientific disciplines led to a new hierarchy between scientific disciplines (molecular biology, computing sciences instead of physics for instance); very innovative short term research processes with only short term economic impacts; brought about a deep crisis of confidence toward science (LÉVY-LEBLOND 1995). Thirdly, these deep changes drove the scientists to be more involved in communication to the public. The new communicating society that emerged at that time, reinforced this need, as well as providing new tools for mass communication (FAYARD 1988). Finally, entering cultural arena was also seen as a mean to re-establish a dialogue with general public. This started during the 1970s but strongly developed in the 1980s with strong support of the State, so that scientific and technical culture emerged as an answer to the urgent need to re-open the debate between science and society (BERGERON 2000). Thus commemoration, communication, scientific and technical culture testified not only to the deep changes that occurred within scientific institution and their roles within society but appeared also as tools to adapt to these changes. All three contributed to the setting of scientific heritage preservation plans, though in a very different way, with different objectives that sometimes led to tensions. I would like now turn to the example of Strasbourg and analyse the various events that helped the production of scientific heritage and gave historical objects a value to scientists.
13 What makes scientific communities think the preservation of their heritage is important? 3 Heritage preservation is a commemorative act, acte mémoriel At the beginning of the 1980s, scientists of the University Louis Pasteur of Strasbourg, often physicists, usually retired or about to be, undertook to preserve various scientific instruments of the University. In 1982, they created an association called AMUSS, Association for Science Museums in Strasbourg. Their goal was to valorise and animate existing scientific museums and collections and to create a Museum of science and technology in Strasbourg 1. The University Louis Pasteur already had two university museums: a museum of zoology managed both by the city of Strasbourg and the University, and a museum of mineralogy. It also had a botanical garden open daily to the public. All three were built by the Germans at the end of the 19 th century. In addition various scientific collections were also exhibited in showcases in various departments of the University (for instance, collections of anatomy or palaeontology 2 ). Fig. 3 - Big cupola of Strasbourg observatory C. Meninger SRI Alsace UDS The main preoccupation of the AMUSS s members was the preservation of obsolete scientific instruments by organising systematic collections. Their actions eventually led to various achievements, the main one is certainly the saving of scientific instruments in fields such as physics, chemistry and physiology. They managed also to create few showcases within the university mostly in Physics Department, and developed exhibitions in which scientific instruments were displayed. Many events helped setting up this "organised" preservation of scientific instruments led by the AMUSS. One was the numerous moves of physics laboratories planned at that time which raised concern about what should be done with the old stuff; another was the celebration of various centenary anniversaries: for instance, the 100 th years of the Institute of physics, of the astronomical observatory, the 500 th anniversary of the University which certainly reinforced the commitment of the scientists to their history and indeed gave opportunities to write it (Sciences en Alsace 1989). Other successful projects developed by scientists within the university that testify of a general concern for the preservation of heritage include the building in 1986 of an exhibition area within the astronomical observatory; the strong commitment of physicians who created an association in order to preserve the medical instrument heritage of the hospital of Strasbourg; and the opening in 1996 of the museum of seismology and terrestrial magnetism within the historical seismological station of the university. Thus, new kinds of collections and museums were created within the university, mainly collections of scientific instruments, as well as those used for teaching and research. They were created by 1 (accessed November 26, 2008). 2 For a general presentation of the university collections and museums of the universities of Strasbourg see: (accessed November 26, 2008).
14 4 UMACJ 1/2008 individuals who worked with or without the acknowledgment of their peers and some even established an association in order to legitimate their action and make it more visible within their institution. These plans for heritage preservation within scientific institution usually emerged when changes such as the closure or the moving of a laboratory, the retirement or death of a major figure, or more profound changes like mutation within scientific disciplines occurred. The process often went hand in hand with the writing of self-history. However outwardly efficient this process appeared and however strong the commitment of scientists it did not take place without many tensions. Heritage is attached to the past when science should rather be driven by future and innovation. Consequently, to understand the viability or non viability of heritage preservation within scientific institutions, one has to consider the other imperatives defined by scientific institutions at the same time. Using scientific heritage to develop scientific and technical culture The 1980s and the 1990s were strongly characterized by the development of scientific and technical culture in France. IT was sustained by two laws: (i) the law of orientation and planning for research and technological development (circa 1982) which inscribed the diffusion of scientific knowledge as part of the mission of the researcher, and (ii) the law that stated the diffusion of scientific culture and information as a mission of universities (circa 1984). Many scientists within the University of Strasbourg were strongly involved in the development of a scientific and technical culture before the laws of 1982 and 1984 made it official. The main testimony of this early involvement is certainly the building of the planetarium in 1981, the first university planetarium created in France. Moreover, two research laboratories in social sciences were also involved in the definition of objectives and means for the development of a policy for scientific and technical culture. The relationship of these various actors led to the creation at the end of the 1980s of the concept of Jardin des sciences, garden of Fig. 4 - Seismometre Mintrop B. Braesch UDS science. The aim was to create a place of communication, dialogue and exchange between academics and the general public (Proceeding 1990: 11). The three main missions were: firstly, the diffusion and animation of scientific and technical culture; secondly, the preservation and valorisation of scientific and technical heritage of Strasbourg and its area ; and thirdly, the development of history of science researches linked to the creation of a regional conservatory for scientific archives [maybe a scientific archive for the region?] (Proceeding 1990: 11-12). The Jardin des Sciences was eventually created in 1989 and took the administrative statute of an association directed both by the University Louis Pasteur and the City of Strasbourg. Funds were
15 What makes scientific communities think the preservation of their heritage is important? 5 provided by state and regional councils for four years. However, this association was later dissolved, because of tension between its various actors and the limited impact of its actions: there was not a real strategic understanding of its role and it only provided funds for local structures with no common activities (MÉRINDOL 2004). Nonetheless, the idea of Jardin des Siences remained and a new project emerged at the end of the 1990s. In 1998, the Mission Culture scientifique et technique was created, to set up a new ambitious project. A study of feasibility was asked to the Cité des Sciences et de l industrie in Paris, which wrote an orientation note in August The main idea of coordinating the activities of the various structures of the university involved in the diffusion of scientific culture was kept. However, in future, the Jardin des Sciences should be supported by a science centre. This flagship should be built within the Institute of Zoology, which included at that time both research laboratories and the museum. This institute should be renovated in order to build a new museum with a new museography, [ ] using collections but also integrating hands on apparatus, space for debate and presentation of science in the making, in order to question the impact of new scientific Fig. 5 - Seismometre Wiechert B. Braesch UDS discoveries on society (MÉRINDOL 2004; Jardin des sciences 2002). The role of heritage and the role of museum were rethought, modified, renovated, even rebuilt, on the one hand, to give Strasbourg a proper equipment for public understanding of science, on the other hand to offer a showcase of the scientific researches pursued at the university. The chief executive officer [or leader/] of the project, who previously worked at the Cité des Sciences, underlined the gap between what the university museum show[s] and the scientific skills within the university. The researchers do not find a place to express themselves within the university museums. In other words, the equipment that should be put in place should take into account the questions that sustain scientific research in Strasbourg and inform the general public: especially in research field like molecular biology and sciences of the matter (Strasbourg magazine 2002: 17). This strong claim on the development of scientific culture based on a science centre model rather than on a traditional museum of science with collections caused lots of tensions that slowed the development of the project. Though many reasons can be named, it is interesting to note that part of the tensions were due to a questioned compatibility of such a renovation with the preservation of the collections, especially the one of zoology. More broadly, this example questioned the ambiguous relationship of a scientific institution with its heritage.
16 6 UMACJ 1/2008 We have many examples in France in which scientific and technical culture policies and actions quickly become detached from heritage preservation. One of the most striking examples of this divorce is certainly the building of the Cité des Sciences et de l industrie. The final project gave little place to scientific collections and heritage even if many scientific instruments were collected and storage built at the Fig. 6 - Coral aragonite B. Braesch UDS first step, despite the involvement of historians of science and technology and the creation of a department of history of science attached to the new centre. The only remaining heritage item left is the submarine which is still in the park. The astronomical telescope of Paris observatory, la grande lunette coudée, which was also supposed to be in the park, was not as lucky and stayed for many years under the ring road next but outside the storage. This unfinished or intermittent mobilisation of heritage, carried by the development of the diffusion of scientific and technical culture, is further well illustrated in Strasbourg. The story of the Jardin des Sciences, still in the writing, underlines several elements that allow us to better understand the heritage preservation process during the eighties and the nineties. Especially, it highlights the ambiguous relationship between developing a scientific culture and preserving scientific heritage. These aims emerged at the same time, were built on one another, mutually mobilised the other to find legitimacy and obtain funds. However, this common development reached its boundaries quite quickly, and scientific culture kept its distance with heritage in order to promote Fig. 7 - Wheatstone s Bridge with thread C. Meninger SRI Alsace innovative science, dynamic and UDS attractive. Conclusion The position of a place for heritage within scientific institutions is not an obvious one, even though museum structures already exist, and despite a deeper reflection on the role of the status of the university and science within society. The act of preservation is not enough in itself; on the contrary, its legitimacy is strongly connected to other stakes. Thus if heritage was regularly mobilised from the
17 What makes scientific communities think the preservation of their heritage is important? s to built scientific culture, it was also as regularly excluded. Is of the use of the heritage process engaged by scientists expressed by this perpetual re-invention? This ceaseless fluctuation of the use of heritage, and the goal that sustain heritage preservation, certainly make scientific heritage different from the other kinds of heritage. The other types of heritage are more genuinely accepted by their professionals. In other words, if the heritage process is not excluded from scientific institutions, long term heritage preservation policy, which necessarily include rules as regard its management and other characteristics, is yet to find a legitimacy, or even to make sense to many scientific institutions. Today, scientific heritage benefites from the strong interest in university heritage Fig. 8 - Armadillo B. Braesch UDS that emerged over the last five years. University heritage became a new key for scientists to open cultural space and establish a new dialogue with the city. The Jardin des Sciences concept expresses both this strong concern about university heritage preservation - including humanities collections such as archaeology, egyptology or ethnology - and a urge need to offer open space and events where science is debated, displayed or even taught to the public. Vigorous discussions are currently going on to find out how to mix these two areas without having one of them excluding the other. I am convinced that only by finding the right equilibrium between those two objectives will it be possible to achieve both. Literature cited ABIR-AM, P. G. & C. A. ELLIOT (eds.) Dossier. Commemorative practices in science: Historical perspectives on the politics of collective memory. Osiris 14. BERGERON, A La culture des savoirs: culture scientifique et technique et universités. Rapport pour la Mission de la culture et de l information scientifiques et techniques et des musées. Paris: Palais de la découverte. BOUDIA, S Le patrimoine des institutions scientifiques comme objet de recherche. Lettre de l OCIM 84: FAYARD, P La communication scientifique publique. De la vulgarisation à la médiatisation. Lyon: Chronique Société. Jardin (Le) des sciences. Etude de définition. Avril Strasbourg: Université Louis Pasteur. LÉVY-LEBOND, J.-M Défisciences. Alliage 22: 2 6. MÉRINDOL, J.-Y L expérience du Jardin des sciences à l université de Strasbourg I. In: Regard sur le patrimoine culturel des universités, patrimoine artistique, scientifique, technologique. Séminaire national interministériel: Ministère de la Culture et de la Communication et Ministère de la Jeunesse, de l Éducation nationale et de la Recherche organisé par l Espace culturel de l Université des sciences et technologies de Lille 1, 1 2 avril (accessed November 26, 2008)
18 8 UMACJ 1/2008 Proceeding of the University administrative Board, session of the 27 th February Strasbourg. Sciences (Les) en Alsace, Strasbourg: Oberlin Strasbourg magazine. Mai : 17. Contact Dr. Sébastien Soubiran Université de Strasbourg Jardin des Sciences Address: 7 rue de l'université, Strasbourg, France Sebastien.Soubiran(at)adm-ulp.u-strasbg.fr
19 Securing the mission through strategic planning NICOLA LADKIN Abstract The Museum of Texas Tech University in Lubbock, Texas, USA provides a centralized location where collections are made, researched, interpreted, exhibited, and preserved for the benefit of the academic and the broader community alike. In this way, the Museum exists and operates on the interface between the academic world and the wider world beyond. This situation gives the Museum something of an advantage in the current transitional academic climate. This does not mean, however, that the Museum is not challenged by demands placed upon it by the parent institution that is itself in transition. An increasingly diverse student body, opportunities presented by new technologies and related pedagogies, leadership succession concerns, and rising costs in the face of declining budgets, to name a few, all contribute to an academic identity in flux. In response, the Museum fulfills the traditional role of a university museum by providing the core functions of collections care, scholarly research, and exhibition and embraces the role as an interface between the university and the public by acting as a conduit for knowledge on heritage in both its tangible (collections) and intangible (information) forms. The Museum accomplishes this by aligning its academic and intellectual mission and vision with that of Texas Tech University. For practical purposes, this is achieved through a strategic planning process that also mirrors that of the University. Through identifying goals, critical success factors and objectives (including strategies and assessments) the Museum can prioritize all of its activities, from traditional object-based research to innovative public programming. In turn, this process assists in making the most of limited resources and raises the profile of the Museum both within the University and in the world outside. The Cheshire Cat in Alice s Adventures in Wonderland gleefully states that if you don t know where you re going, it doesn t matter which way you go (CARROLL 1961). While he most assuredly was not talking about strategic planning, a lack of direction is symptomatic of an institution without a plan for how to succeed in the future. An effective way to find institutional direction and future success is through strategic planning. Strategic planning is defined as determining the optimal future for an organization and the changes required to achieve it (LORD & MARKERT 2007: 4). It also is recognized as being a management tool. It is used for one purpose only and that is to help an institution do a better job. It does this by making an institution focus its direction, define agreed-upon goals, and assess and adjust direction in response to change. Strategic planning is a conscious effort to produce decisions and actions that shape and guide what an institution is, what it does, and why it does it, all with a focus on the future. It involves setting goals and developing an approach to achieving those goals. The strategic planning process also raises questions that help planners anticipate the environment in which the institution will be working in the future). Acting strategically means being clear about institutional objectives, knowing institutional resources, and considering both when responding to a changing environment (Alliance for Nonprofit Management 2003). Strategic planning is only useful if it is translated into strategic management. Strategic management requires an institution to formulate a mission and a vision for the future, develop a strategy to achieve the mission and vision, and create an institutional structure to successfully carry out the strategy. Although strategic planning is focused on the future, it does not attempt to make decisions for the
20 10 UMACJ 1/2008 future. Strategic planning thus is dynamic and requires periodic evaluation and revision (Alliance for Nonprofit Management 2003). There are many models for how to actually carry out strategic planning and recommendations on the details vary widely. Whatever model is used, there are some fundamental steps that must be taken. These are: preparation for planning; stating mission and vision; assessing the current institutional situation; developing strategies, goals, and objectives; and completing the written plan (Alliance for Nonprofit Management 2003). Any process that takes much time, thought, and preparation can seem to be a daunting task in the face of busy schedules and ongoing daily activities, especially when it determines the future course for an institution. However, the benefits of planning outweigh the difficulties. The process of planning itself has the effect of educating and empowering those individuals involved in the process. The end product of the process, the planning document, is a tool that can be used to effectively and efficiently manage the institution (Alliance for Nonprofit Management 2003). For university museums, benefits derived from the planning process include production of a framework and a clearly defined direction that guides and supports the governance and management of the organization, improved quality of services and a means of measuring those services, the ability to set priorities and to match available resources to opportunities, and the ability to deal with risks from the external environment. Established in 1923, Texas Tech University today maintains the flexibility and diversity that were embodied in the institution from the time of its founding by offering a combination of academic choices from the traditional degree programs to interdisciplinary, multi-disciplinary, and vocational options. To support this interdisciplinary research, some sixty specialized research centers and institutes are located at Texas Tech. These include the Museum of Texas Tech University. The Museum is an educational, scientific, cultural, and research element of Texas Tech University. Its mission states the Museum of Texas Tech University, as an education resource for a diverse audience, collects, researches, and disseminates information about the natural and cultural heritage of local and related regions (Museum of Texas Tech University 2005: 4). The stated purpose of the Museum is to support the academic and intellectual mission of Texas Tech University through the collection, preservation, documentation, and research of scientific and cultural material, and to disseminate information about those collections and their scientific and cultural topics through exhibition, interpretation, and publication for primary, secondary, and higher education students, the scholarly community, and the general public (Museum of Texas Tech University 2005: 4). A Texas Tech University Operating Policy and Procedure relating to strategic planning and assessments mandates that all areas and units of the University have a strategic plan, and participate in annual assessment of the plan (Texas Tech University 2008). The university-wide strategic planning process began in the academic year and plans were completed in 2002, so use of strategic planning still is relatively new. The OP directs all areas and units to use the assessment reports to improve the efficiency and effectiveness of their programs and operations. Furthermore, university administrators are directed to use the planning and assessments in decision-making and budget allocations, so there is a very real incentive for use of the strategic plan to guide effective management and improve performance. The Museum is an operating unit of Texas Tech University. In order to support the academic and intellectual mission of the University, the Museum s mission reflects that of its parent in its focus on the advancement of knowledge and service to humankind. However, the method by which the Museum meets its mission through collecting, researching and disseminating information is recognizable as
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